Hadar Netz

Tel Aviv University, School of Education, Faculty Member

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Noel B. Salazar

KU Leuven

Judith L Green

University of California, Santa Barbara

Na'ama Pat-El

The University of Texas at Austin

Albert Bastardas-Boada

Universitat de Barcelona

Marc Champagne

Kwantlen Polytechnic University

Armando Marques-Guedes

UNL - New University of Lisbon

Jack Sidnell

University of Toronto

Eitan Grossman

The Hebrew University of Jerusalem

John Sutton

Macquarie University

Martin Haspelmath

Max Planck Institute for Evolutionary Anthropology

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Papers by Hadar Netz

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Reading research quarterly, Jan 31, 2024

Translanguaging in a Context of Colonized Education: The Case of EFL Classrooms for Arabic Speakers in Israel

Applied Linguistics, May 11, 2022

Previous studies of translanguaging in educational contexts indicate that translanguaging practic... more Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects of translanguaging in a conflict-ridden context, where both the teachers and the learners are minoritized and English is learned as a foreign language. Drawing upon Butler’s (1997) concept of implicit censorship and Stroud’s (2018) linguistic citizenship, we propose colonized education as a framework for understanding the tensions between translanguaging, as a decolonial pedagogy, and English language learning. Our findings suggest that while translanguaging may indeed have a liberatory force, it could also, at the same time, take an emotional-pedagogic toll that may hinder language learning rather than support it. In contrast, critical discussions of issues that are politically and emotionally laden may be highly effective, even when conducted in the target language.

Challenging Folk-Linguistics: Grammatical and Spelling Variation in Students’ Writing in Hebrew on WhatsApp and in Essays

Applied Linguistics

With the increasing use of mobile phones among young people, there is growing public concern abou... more With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners’ literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora of Modern Hebrew: a naturalistic corpus of 7,120 WhatsApp messages (35,085 words) written by 80 students in three classroom WhatsApp groups and a corpus of 291 school essays (34,700 words) written by 291 students. The findings indicate that a rather clear distinction is maintained between adherence to traditional formal writing in school essays as opposed to a more lenient approach on WhatsApp. The findings thus provide empirical linguistic evidence challenging the predominant folk-linguistic public ideology.

Language corrections and language ideologies in Israeli Hebrew-speaking classes

by Dafna Yitzhaki and Hadar Netz

Language and Education, 2018

This article is about language corrections in Israeli Hebrew-speaking primary classrooms. The ide... more This article is about language corrections in Israeli Hebrew-speaking primary classrooms. The ideological significance of language corrections, particularly within the highly contested context of Israeli society and Modern Hebrew, underlies the current study. Teachers in Israeli, Hebrew-speaking classes were found to frequently correct not only their students’ language, but also their own. Furthermore, teachers use language corrections not only for instructional purposes (i.e. modeling standard or super-standard language), but also for regulatory purposes (i.e. emphasizing their authority when managing behavior). Interestingly, in contrast to previous studies, we did not encounter explicit student resistance to teacher corrections, indicating Hebrew-speaking students’ internalization and acceptance of the standard language ideology. Teachers’ self- and other-corrections, as well as the metalinguistic comments accompanying these corrections, likewise reveal a monolithic language ideology, bearing significant pedagogical implications.

Entanglement and feminist agency in picture books

Gender and Language, Dec 17, 2019

Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse

Discourse: Studies in the Cultural Politics of Education, 2021

This paper presents an ethnographic study analyzing the influence of students&#39; social bac... more This paper presents an ethnographic study analyzing the influence of students&#39; social backgrounds on students&#39; entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher senses of entitlement and agency, use floor obtaining strategies, such as calling out and begging, which increase their learning opportunities, often at the expense of their less privileged peers. The research contributes to expanding our understanding of the mechanisms of educational injustice, advancing us towards their rectification. As such, the study may be of interest to both educational researchers as well as practitioners.

Language corrections and language ideologies in Israeli Hebrew-speaking classes

by Hadar Netz and Adam Lefstein

Language and Education, 2018

Tag-naxon? (Tag-Right?) in instructional talk: Opening or blocking learning opportunities

Journal of Pragmatics, 2018

Do Marked Topics Enhance Memory?

Research in Language, 2011

Do Marked Topics Enhance Memory? We examined the effects of markedness, the deviation from the ca... more Do Marked Topics Enhance Memory? We examined the effects of markedness, the deviation from the canonical Subject-Verb-Object structure in English, on the memory of listeners for the topic of the sentence. We used three marked topic constructions: Left-Dislocation, Object-Fronting, and Subject-Marking. Sentences with these structures were inserted as the 6th item in lists of 12 canonical sentences. In all sentences the topic was the name of a man. We measured recall of the critical name. The results revealed that topics of Left-Dislocated sentences were recalled more than topics of the other constructions, with topics of Object-Fronting sentences recalled the least. We briefly discuss how sentence processing procedures might give rise to these effects.

Word order and discourse functions in spoken Hebrew: A case study of possessive sentences

Studies in Language, 2011

In this article we discuss the discourse functions of the alternative linearizations of Spoken He... more In this article we discuss the discourse functions of the alternative linearizations of Spoken Hebrew sentences, as reflected in the possessive sentence pattern. We begin by presenting the available variants of possessive sentences in Hebrew. Next, we address the issue of markedness in our discussion of the discourse functions of the different word orders. The discourse functions demonstrated are contrast, parallelism, side-sequencing, emotive and argumentative discourse. The study is based on corpora of naturally occurring speech. Previous studies of possessive sentences in Hebrew have focused mainly on grammatical issues. These studies have not addressed the field of discourse functions, nor have they used naturally occurring speech. The current study fills this gap.

The effect of marked topic on memory in Hebrew and English

Languages in Contrast, 2009

This study examines and compares the effect of marked sentence structure on cognition and memory ... more This study examines and compares the effect of marked sentence structure on cognition and memory in English and Hebrew. It has been shown elsewhere that marked topic constructions in English have a significant effect on memory. Now, since Hebrew, like English, is an SV(O) (Subject-Verb-Object) language, the cognitive effect of marking the topic in Hebrew could be expected to be similar to the effect witnessed in English. However, the study presents data which attest unequivocally to the prevalence of marked topic constructions in Hebrew in comparison to English. In addition, through psycholinguistic experimentation, it is shown that in Hebrew deviations from the SV(O) structure are not as prominently marked as they are in English.

Disagreement patterns in gifted classes

Journal of Pragmatics, 2014

ABSTRACT In white Anglo-American society, disagreement has traditionally been considered a face-t... more ABSTRACT In white Anglo-American society, disagreement has traditionally been considered a face-threatening act, which interactants seek to avoid. Conversation analysts have noted that interactants orient toward agreement, and express disagreements as dispreferred responses, via mitigation markers, such as delays, prefacing, and hedges. However, recent studies indicate that disagreement is highly influenced by culture and context. These studies have shown that in some cultures/contexts, disagreements are not necessarily mitigated, and are often shaped as preferred responses and perceived as unmarked. In this paper I offer quantitative and qualitative analyses of data from a fully transcribed corpus of 15 h of interactions in gifted classes, grades 5–8, in Virginia, USA. It will be shown that in comparison to disagreements in other contexts and communities of practice in the US, disagreements in the gifted classes observed were significantly less mitigated. Gifted classes, therefore, constitute another interactional context in which disagreements are unmarked and do not seem to undermine solidarity among interactants. This study provides further empirical support to the claim that disagreement is not inherently face-threatening and needs to be contextualized.

Gifted Conversations

Gifted Child Quarterly, 2014

Despite the attested association between giftedness and high verbal abilities, and despite the ce... more Despite the attested association between giftedness and high verbal abilities, and despite the central role attributed to classroom discourse analysis in educational research, discourse in gifted classes has not received due scholarly attention. This study takes a first step toward filling this gap. This study offers a microanalysis of a corpus of recorded and transcribed interactions from classes of gifted students in the Commonwealth of Virginia. This study focuses on student initiations and on the ways teachers handle these initiations. It is argued that the preponderance of student initiations in the classes observed sets a fertile ground for dialogic discourse to develop. However, student initiations do not guarantee the emergence of dialogic discourse, since teachers sometimes employ instructional practices that hinder its emergence.

Discourse and metadiscourse of Hebrew SOV in the heated parliamentary arena

Journal of Pragmatics, 2019

Three marked theme constructions in spoken

In this article we draw a distinction between two domains of discourse functions: discourse manag... more

‘You son of a perverse rebellious woman’: Mobilizing the storytelling event for self-empowerment

by Hadar Netz and Yael Zilberman

Language in Society

The current study investigates the discursive strategies used by Jewish Israeli women when tellin... more The current study investigates the discursive strategies used by Jewish Israeli women when telling stories of self-empowerment involving interpersonal tension with authority figures. Our corpus is based on in-depth interviews with thirty women aged fifty to ninety-three from the southern city of Beer Sheva, Israel. We identified forty-two narratives manifesting interpersonal tension, mostly with authority figures. Drawing on the theoretical framework of narrative analysis, we conduct a performance-based, pragmatic microanalysis of four stories through which we demonstrate an ensemble of strategies paramount in shaping and contesting power relations, including use of direct reported speech, address and reference terms, and code-switching. By telling their stories, our storytellers mobilized the storytelling event as an occasion to perform a self-empowering move through which they subverted the frameworks of authority not only on a local level in the narrated and storytelling events b...

Taking, begging, or waiting for the floor: students' social backgrounds, entitlement and agency in classroom discourse

by Aviv Orner and Hadar Netz

Taking, begging, or waiting for the floor: students' social backgrounds, entitlement and agency in classroom discourse, 2021

This paper presents an ethnographic study analyzing the influence of students' social backgrounds... more This paper presents an ethnographic study analyzing the influence of students' social backgrounds on students' entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher senses of entitlement and agency, use floor obtaining strategies, such as calling out and begging, which increase their learning opportunities, often at the expense of their less privileged peers. The research contributes to expanding our understanding of the mechanisms of educational injustice, advancing us towards their rectification. As such, the study may be of interest to both educational researchers as well as practitioners.

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Narratives in the classroom: A tale of affordances and missed opportunities

Linguistics and Education

Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions

System

The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions

Linguistics and Education

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Reading research quarterly, Jan 31, 2024

Translanguaging in a Context of Colonized Education: The Case of EFL Classrooms for Arabic Speakers in Israel

Applied Linguistics, May 11, 2022